The Top 20 of 1999
THE SREB MIDDLE GRADES EDUCATION INITIATIVE
http://www.sreb.org/Programs/MiddleGrades/middlegrades.html
The Southern Regional Education Board published four reports on the condition
of middle grades education in the Southeast during 1998-99. They include:
"Leading the Way: State Actions to Improve Student Achievement in the
Middle Grades"; "Education's Weak Link: Student Performance in
the Middle Grades"; "Raising the Bar in the Middle Grades: Readiness
for Success"; "Improving Teaching in the Middle Grades: Higher
Standards for Students Aren't Enough." (Link from this page.)
MIDDLE GRADES STAFF DEVELOPMENT THAT WORKS
http://www.nsdc.org/midbook/
"What Works in the Middle: Results-Based Staff Development" identifies
26 programs in English, math, science, social studies and interdisciplinary
studies that have led to measurable learning gains. The product of a two-year
study led by the National Staff Development Council (NSDC) with participation
of national content area and secondary school groups -- and supported by
the Edna McConnell Clark Foundation. Complete text on-line, as well as information
about how to order a paper copy.
LOOKING AT STUDENT WORK
http://www.aisr.brown.edu/LSW/
We agree with the Philadelphia Education Fund that this growing site produced
by the Annenberg Institute "sets a high professional tone describing
the process of looking at student work." As the Institute notes, the
close examination of student assignments is "serious work in a climate
of accountability...." The site covers principles, preparation, collection,
and examination -- and provides extensive resources from many school reform
and teaching organizations. For other leads, visit
PEF's page. Also see this "Tuning
Protocol for Student Work at Atlas Communities."
QUALITY ASSIGNMENTS & QUALITY STUDENT WORK
http://www.bpe.org/pubs/focus/focusvol299.pdf
The material in this issue of "Focus," the newsletter of the Boston
Plan for Excellence, borrows heavily from the Consortium on Chicago School
Research, with good reason -- it's excellent. The text exploring "The
Quality of Intellectual Work" is illustrated with more than two dozen
examples of teacher assignments and student work -- many from the middle
grades. Also includes "Six Reasons Why Instruction Slows Down."
Requires Adobe Acrobat Reader to download, but worth the bother. Also see
this issue
of Chicago's Catalyst magazine.
EXAMINING STUDENT WORK: A TERRIFIC RESOURCE!
http://www.essentialschools.org/pubs/horace/13/v13n02.html
Two years ago the Coalition of Essential Schools published an issue of "Horace"
titled: "Looking Collaboratively at Student Work: An Essential Toolkit."
It's now posted on the CES site, and it's a must for anyone interested in
promoting serious teacher discussions around standards, classroom assessment,
and the examination of student work. From the text: "Looking closely...at
student work can unveil a treasure trove of insights to guide school communities
as they reflect on their purpose, assess their progress, and plan strategies
for reaching all children better. It's scary work, though, and respectful
protocols can help." Don't miss this one!
INTEGRATING MATH & SCIENCE IN MIDDLE SCHOOL
http://www.enc.org/focus/topics/innovate/articles/a04/index.htm
This hypothetical story offers a rich, anecdotal description of one way
math, science, and technology teachers might work together to develop curriculum
in the middle grades. Includes resources for interdisciplinary collaboration.
STRATEGIES TO HELP ALL MIDDLE LEVEL STUDENTS ACHIEVE
http://www.mgforum.org/nassp99.htm
In their article, "Practices and Strategies To Help All Middle Level
Students Learn and Achieve at High Levels," Nancy Ames and Teri West
of the Education Development Center in Newton, Mass., detail the benefits
and potential pitfalls of standards and assessment at the middle level.
"Unless standards are accompanied by significant changes in curriculum,
instruction, and assessment, they will remain good intentions disconnected
from everyday practice." (from "Schools in the Middle" magazine,
1/99)
BEST TEACHING PRACTICE IN THE MIDDLE GRADES
http://www.mdk12.org/practices/good_instruction/projectbetter/middlely/index.html
The Maryland State Department of Education features a series of webpages
where teachers can link to resources about best teaching practice. This
section focuses on the "middle learning years" and includes brief
materials on homework, abstract concepts, praise and rewards, student accountability,
organizing and presenting instruction, goals and purposes, monitoring student
success, meaningful school and community participation, rules and rountines,
managing disruptive behavior, learning skills, student team learning, setting
high expectations, and more.
MIDDLE SCHOOL TEACHER TRIES ACTION RESEARCH
http://www.lab.brown.edu/voices/3qrt1999/actref.shtml
"Voices from the Field," a new online periodical produced by the
Northeast and Islands Regional Educational Laboratory, presents issues "from
the perspectives of teachers experiencing change, challenges, and growth
as education reform takes shape." The magazine solicits articles and
feedback from teachers. The first issue features middle grades teacher Julie
Nora, who describes how she discovered the practical applications of action
research "as a tool to help teachers ask questions about their everyday
work (and) a chance to study my own practices and the proficiencies of my
students." Excellent resources included. (Fall 1999)
A MIDDLE GRADES REFORMER TELLS IT LIKE IT IS
http://www.middleweb.com/HMlessons.html
Middle grades reformer Hayes Mizell pulled very few punches during a presentation
at the 1999 annual conference of the National Staff Development Council.
Appearing on a panel titled "What Key Reformers Have Learned About
Reform," Mizell observed: "The capacity among teachers and administrators
to do what we are now saying is important, to cause all students to perform
at significantly higher levels, simply does not currently exist among most
educators." Mizell went on: "(U)ntil local educators take the
collective initiative to hold themselves accountable for causing students
to meet and exceed academic standards, and until they persuasively demonstrate,
for all the world to see, what their students know and can do, we can expect
education to be more about performance on state tests rather than about
deeper student learning."
THE EIGHTH GRADE YEAR IN PHILADELPHIA
http://www.philaedfund.org/pub.html/noexcuses.html
The Philadelphia Education Fund commissioned a three-year longitudinal study
of students' perspectives on reform in five high-poverty middle schools.
Independent researchers interviewed a cohort of students each year during
their three years in middle school. This page presents the key findings
of their study, "No Excuses": The Eighth Grade Year in Six Philadelphia
Middle Schools," and includes information about ordering the complete
report.
ADVICE ABOUT MIDDLE SCHOOL ADVISORIES
http://www.education-world.com/a_curr/curr127.shtml
"Many middle-school programs suffer from poorly implemented advisories,"
notes Education World in this special report on ways to improve "the
linchpin of the middle-school movement." Says one education professor/expert:
"Too often advisory groups are too large (more than 20 students) and
the time is too brief (less than 20 minutes). It isn't unusual to find that
little or no in-service preparation was invested in preparing teachers and
the program, resulting in highly diverse commitments." (Also see this
article.)
ACADEMIC PRESS IN THE MIDDLE GRADES
http://www.consortium-chicago.org/socialsupport.html
A new report from the Consortium on Chicago School Research, "Social
Support, Academic Press, and Student Achievement: A View from the Middle
Grades in Chicago," focuses on the relationships of student social
support and school academic press to gains in student achievement. "Analyses
of citywide survey data and achievement test scores of sixth and eighth
grade students in Chicago reveal that students learn most when they experience
both strong academic press in their schools and strong social support from
people in and out of their schools. By contrast, if one of these conditions
is strong and the other is weak, students learn less, and if both are weak,
their academic achievement is comparatively small."
MIDDLE GRADES PERFORMANCE ASSESSMENTS
http://pals.sri.com/
Performance Assessment Links (PALS) is an on-line, standards-based, continually
updated interactive resource bank of science performance assessment tasks
indexed to the National Science Education Standards (NSES). The tasks can
also be custom-indexed to local or state standards. Of particular interest
is the section on 'Examples of Student Work' for each task in the collection.
Developer Tom Hinojosa writes: "I believe the web site can serve as
a focal point and tool for some powerful professional development for all
teachers, but especially at the middle school level because the majority
of the tasks are designed for grades 5-8. In addition, the tasks in the
collection are ready for immediate use in the classroom if a teacher chooses
to do so." Supported by NSF.
UNDERSTANDING RUBRICS IN THE MIDDLE GRADES
http://www.middleweb.com/rubricsHG.html
Project Zero researcher Heidi Goodrich Andrade shares some of her discoveries
about rubrics, growing out of research in the middle grades. This page includes
the text of her article "Understanding Rubrics," published in
Educational Leadership, and several additional rubrics she has used with
middle grades teachers and students.
THE MIDDLE SCHOOL MOVEMENT -- 30 AND COUNTING...
http://www.middleweb.com/HMsouth.html
During the past three decades, writes middle grades reformer Hayes Mizell,
"there has been a lot of loose talk about middle schools being 'student-centered.'
If middle schools had truly been student-centered there would be more impressive
evidence of student performance than is currently the case. In fact, most
middle schools have been more adult-centered than anything else. It is,
after all, the adults in the schools who have been the most resistant to
change and who have been inclined to expect so little of themselves and
their students." (Speech posted on the MiddleWeb site.)
RESOURCES FOR TEACHING MIDDLE SCHOOL SCIENCE
http://www.nap.edu/readingroom/records/0309057817.html
Hard to believe, but the complete text of this book from the National Academy
Press is on-line. A product of the National Science Resources Center, the
book is a guide to curriculum materials and other resources for teaching
science in grades six through eight. The guide is the culmination of several
years of intense work, supported by the Merck Foundation.
STANDARDS-BASED REPORT CARDS
http://www.aasa.org/SA/nov9901.htm
Aligning student report cards with performance standards is risky but important,
say the school leaders profiled in "Report Card Redux" (School
Adminstrator, November 1999). This trend story features the efforts of the
Corpus Christi Independent School District (and several other districts)
to create a standards-based report card that is understandable to parents
and acceptable to the community. A sidebar
shares lessons learned.
EDUCATOR'S GUIDE TO SCHOOLWIDE REFORM
http://www.aasa.org/Reform/index.htm
A joint publication of AASA, AFT, NEA, NASSP and NAESP, this guide examines
24 comprehensive reform programs. Prepared by the the American Institutes
for Research (AIR) and published by the Educational Research Service, the
guide includes a ratings chart that scores each program on its "evidence
of positive effects on student achievement" and other factors. The
report notes: "...this is the only guide that rates the approaches
against a common set of high standards or compares them to one another in
terms of scientifically reliable evidence." Complete text on-line or
order a hard copy at the site.
TEACHER MENTORING RESOURCES
http://www.middleweb.com/mentoring.html
MiddleWeb has gathered web-based resources about the mentoring of new and
experienced teachers. The list includes links to the complete text of a
mentor teaching handbook and to a recent article in Educational Leadership
exploring the qualities of a good mentor. You'll also find a package of
mentoring resources from George Lucas' on-line magazine Edutopia.
The Top 20 of 1998
DESIGNING MIDDLE GRADES TEACHING TO MET DIVERSE NEEDS
http://www.nassp.org/publications/schools_in_the_middle/0398sim2.htm
Ronald Williamson's article, "Designing Learning Styles that Embrace
Diverse Student Needs," offers insights that many middle grades principals
(and teachers) will welcome. Published last spring in the NASSP's "Schools
in the Middle" magazine, the article shares the success stories of
some middle school principals that "offer a menu of strategies to guide
the efforts of other middle level schools as they strengthen their instructional
program."
RAISING STUDENT ACHIEVEMENT IN LOW-PERFORMING SCHOOLS
http://www.aft.org/edissues/rsa/guide/index.htm
This AFT publication, "Raising Student Achievement: An Internet Resource
Guide for Redesigning Low-Performing Schools," includes profiles of
selected districts, indicators of low performance that could be used to
make a fair initial selection of the schools most in need of assistance;
materials that can be used to help devise a school audit process; and procedures
by which the school's instructional staff can make an informed choice among
research-proven improvement programs and strategies
FIVE FREQUENTLY ASKED QUESTIONS ABOUT STANDARDS
http://www.edtrust.org/FAQ.htm
The Education Trust supports one of the most respected groups of professional
development trainers in the area of academic standards. The Trust has put
together this brief handout, "The Five Most Frequently Asked Questions
about Academic Standards -- with Answers." Useful for schools and districts
contemplating a shift to standards-based reform, and for those already involved
in such reforms who need a handout they can use with parents, teachers,
and community leaders.
HELPING TEACHERS USE ASSESSMENT DATA TO SHAPE INSTRUCTION
http://www.pdkintl.org/kappan/kbla9810.htm
"Formative assessment" refers to a teacher's use of in-class testing
and other performance measurement to modify teaching and better meet student
needs. Teachers don't do this nearly well enough, say the authors of "Inside
the Black Box: Raising Standards Through Classroom Assessment." If
they get the support they need to learn to do it well, many more students
are likely to meet standards. (Phi Delta KAPPAN, November 1998)
A NEED FOR MORE DEMANDING 8TH GRADE ASSESSMENTS
http://www.aft.org//Edissues/standards/mathgap/Index.htm
The simplicity of eight-grade math tests helps explain how poorly U.S. students
perform compared to their international peers, according to a recent report
by the American Federation of Teachers. "Setting Higher Sights: A Need
for More Demanding Assessments for U.S. Eighth-Graders" analyzes eighth-grade
math tests from three large commercial publishers as well as statewide tests
from New York and Texas.
IMPROVING MATHEMATICS IN MIDDLE SCHOOL
http://www.ed.gov/inits/Math/silver.htm
University of Pittsburgh professor Edward Silver analyzes data from international
testing in math and science and describes important issues for American
principals and teachers in "Improving Mathematics in Middle School:
Lessons from TIMSS and Related Research." Also see: related materials
on the Department of Education website [http://www.ed.gov/inits.html#2].And
"Lessons in Perspective: How Culture Shapes Math Instruction in Japan,
Germany and the United States," an analysis of middle grades videos.
[http://www.middleweb.com/TIMSSvideo.html]
PUBLIC CONCERNS ABOUT MIDDLE LEVEL SCHOOLS
http://www.middleweb.com/Concerns.html
Researchers studied the public's concerns about middle school education
in four communities to "provide a framework for understanding how schools
build or erode community confidence in what they do." The authors conclude
that while schools can explain away most public concerns, "true school
reform means we work with our communities in an open collaboration to identify
concerns and try to change what we do to benefit students and their families."
MIDDLE SCHOOL COMMUNICATIONS: BEYOND THE "BLAH,
BLAH..."
http://www.middleweb.com/HMComm.html
In this talk to a group of Clark Foundation grantees attending a communications
conference, middle school reformer Hayes Mizell suggests that educators
can learn from their own personal relationships as they attempt to improve
communication within the school system and out in the community. "Don't
tell me that the school system sent out a memo or provided every teacher
with a binder...That is the equivalent of your partner saying, 'Well, I
left you a note on the refrigerator.'"
SCALING THE MIDDLE SCHOOL SUMMIT
http://www.nsdc.org/library/jsd/jkillion194.html
Many middle schools fall one step short in their professional development
efforts -- they fail to demonstrate how teacher learning increases student
learning. Joellen Killion examines this issue and the National Staff Development
Council's search for model middle grades staff development programs in "Scaling
the Elusive Summit," an article in the Fall 1998 issue of NSDC's "Journal
of Staff Development." (HTML file.) Also
see the final report based on this work.
CHANGING HOME-SCHOOL PARTNERSHIPS
http://www.nassp.org/publications/schools_in_the_middle/schine.htm
In this article, "Home and School Face Changing Partnership Roles,"
(Schools in the Middle, November 1998) author Joan Schine says the passive
role of parents so prevalent in the past has little relevance today. "The
challenge to schools seeking meaningful family involvement is to find ways
to respond to a diverse population with a wide range of interests and anxieties,
provide the information that families seek, and recognize they share with
the students' families a commitment to enabling every child to succeed."
INVESTING IN MIDDLE SCHOOL STAFF DEVELOPMENT
http://www.middleweb.com/HMNSDC2.html
In this speech to the annual conference of the National Staff Development
Council, middle grades reformer Hayes Mizell questions whether professional
development, as it's currently practiced in most school systems, has much
impact on student achievement. "Is staff development simply one more
bureaucratic function, one more exercise of going through the motions .
. . or does staff development stand apart, with a clear purpose, a focus
on results, and is it accountable for achieving those results? Just how
important is staff development, not as an ideal, but as a reality?"
GOOD TEACHING MATTERS
http://www.edtrust.org/K16.pdf
An excellent summary by Education Trust of the latest research on effective
teaching. Includes data from studies by Ferguson, Ingersoll, Sanders, the
Dallas Public Schools and others. A brief, easy-to-read paper that pinpoints
"How Well-Qualified Teachers Can Close the Gap" for poor and minority
students. From the "Thinking K-16" newsletter (Summer 1998). PDF
format. (If you don't have an Adobe Acrobat read, now's the time to download
the free software.)
MOTIVATION AND MIDDLE SCHOOL STUDENTS
http://ericeece.org/pubs/digests/1998/anderm98.html
This June 1998 ERIC Digest summarizes recent research on adolescent motivation.
"Although it is difficult to prescribe a 'one size fits all' approach
to motivating students," the authors conclude, "research suggests
that some general patterns do appear to hold true for a wide range of students."
Also see a related article, "Motivation
in the Middle Grades," published in "Schools in the Middle"
magazine (9/98).
REVITALIZING MIDDLE
SCHOOL ADVISORIES
http://www.middleweb.com/johnston.html
A respected middle grades researcher shares his ideas about revitalizing
middle school advisory program-- "that segment of the middle level
school agenda that has met with only limited acceptance and success."
If we look at why they've failed, Howard Johnston says, we can make them
better.
HOW AN ADOLESCENT BRAIN FUNCTIONS
http://www.ascd.org/xchange/threads/nodes/brain/extjensen.html
New knowledge in neuroscience is redefining possibilities for education.
There are five critical variables in the brain's learning process: neural
history, context, acquisition, elaboration, and encoding. To find out where
neuroscience and the classroom link up, Eric Jensen describes the neurological
development of 15-year-old "Julie." (Educational Leadership, November
1998) ALSO SEE: An
on-line discussion about learning and the brain.
MULTI-AGE GROUPING IN MIDDLE SCHOOL
http://www.nmsa.org/resources/ressum15.htm
What is the rationale for multi-age grouping? Are there academic benefits?
Are there affective benefits for students? Are there problems and concerns?
The National Middle School Association explores these questions in this
research summary. (Download PDF file from this page.)
LOOPING ON THE RISE
http://www.ascd.org/readingroom/edupdate/1998/1mar.html
We're visiting more and more middle schools that are experimenting with
"looping" -- the practice of keeping the same group of kids with
the same set of teachers for at least two years. In this article from ASCD's
"Education Update," Karen Rasmussen explains why teacher enthusiasm
for the practice is growing. Also see: "The
Potential Benefits of Looping." (School Administrator, Jan. 2000)
PROBLEM-BASED LEARNING IN MIDDLE SCHOOL
http://www.ascd.org/readingroom/cupdate/1997/1sum.html
"As soon as the 8th grade students in Harriet Carlson's science class
enter their classroom at Indian Trail Junior High School in Addison, Illinois,
they realize it won't be a typical school day. A video showing a prom night
automobile accident plays at the front of the room and on each student's
desk is a folder containing accident reports and a name card identifying
them as 'Inspector.'" So begins a helpful article about problem-based
learning in the Summer 1997 issue of ASCD's "Curriculum Update"
newsletter.
SLOW PROGRESS IN PREPARING MIDDLE SCHOOL TEACHERS
http://www.middleweb.com/mstchtrng.html
The authors of this 1997 research article find that education colleges have
been slow to establish middle grades training programs. The percentage of
institutions offering such programs grew from 23 percent in 1973 to only
38 percent in the early 1990s. This article summarizes the issues surrounding
this slow growth and profile two successful middle grades preparation programs,
one at the University of North Carolina-Greensboro and the other at Maryville
University in Missouri.
MIDDLE SCHOOL SURVIVAL HANDBOOK
http://www.jefferson.k12.ky.us/Pubs/welcome.html
Developed by Louisville's Middle School Coalition for students and parents
in the Jefferson County (KY) Public Schools, this colorful 32-page booklet
covers school etiquette, making friends, handling bullies, gangs, hosting
and attending parties, coping with peer pressure, eating disorders, drugs
and alcohol, depression -- even body piercing. One section outlines the
district's performance standards and student expectations; another describes
the "Eight Habits of Highly Successful Middle School Students."
Includes both student and parent tips. (PDF format - find link on this page.)
A YEAR OF TEACHING 7TH GRADE ENGLISH
http://learnweb.harvard.edu/alps/tfu/pop2.cfm
A YEAR OF TEACHING 8TH GRADE SCIENCE
http://learnweb.harvard.edu/alps/tfu/pop3.cfm
THE COLONIAL BIOGRAPHY UNIT FOR 7TH GRADE HISTORY
http://learnweb.harvard.edu/alps/tfu/pop1.cfm
Examine the creative teaching of three middle grades teachers at Harvard's
ALPS (Active Learning Practices for Schools) website. Includes lesson plans,
rubrics, and samples of student work. ALPS is in "beta" version
but already one of the best "active teaching" resources on the
Web.
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